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Reading:Literature - Kindergarten

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The following standards offer a focus for instruction each year and help ensure that students gain adequate exposure to a range of texts and tasks. Rigor is also infused through the requirement that students read increasingly complex texts through the grades. Students advancing through the grades are expected to meet each year’s grade-specific standards and retain or further develop skills and understandings mastered in preceding grades.

Standards in this domain:

Key Ideas and Details

  • RL.K.1. With prompting and support, ask and answer questions about key details in a text.
  • RL.K.2. With prompting and support, retell familiar stories, including key details.
  • RL.K.3. With prompting and support, identify characters, settings, and major events in a story.
  • IA.1. Employ the full range of research-based comprehension strategies, including making connections, determining importance, questioning, visualizing, making inferences, summarizing, and monitoring for comprehension.

Craft and Structure

  • RL.K.4. Ask and answer questions about unknown words in a text.
  • RL.K.5. Recognize common types of texts (e.g., storybooks, poems).
  • RL.K.6. With prompting and support, name the author and illustrator of a story and define the role of each in telling the story.

Integration of Knowledge and Ideas

  • RL.K.7. With prompting and support, describe the relationship between illustrations and the story in which they appear (e.g., what moment in a story an illustration depicts).
  • RL.K.8. (Not applicable to literature)
  • RL.K.9. With prompting and support, compare and contrast the adventures and experiences of characters in familiar stories.

Range of Reading and Level of Text Complexity

  • RL.K.10. Actively engage in group reading activities with purpose and understanding.

Printed from the Iowa Department of Education website on April 17, 2014 at 9:07am.